研究生: |
沈法柔 Fryda Marcela Sales Bogle |
---|---|
論文名稱: |
Professional Development and the Performance of Teachers of English as a Foreign Language in Taiwanese Cram Schools: A Study Based on the Self-Efficacy Model Professional Development and the Performance of Teachers of English as a Foreign Language in Taiwanese Cram Schools: A Study Based on the Self-Efficacy Model |
指導教授: |
張媁雯
Chang, Wei-Wen |
學位類別: |
碩士 Master |
系所名稱: |
國際人力資源發展研究所 Graduate Institute of International Human Resource Developmemt |
論文出版年: | 2015 |
畢業學年度: | 103 |
語文別: | 英文 |
論文頁數: | 85 |
中文關鍵詞: | EFL Teachers 、Performance 、Professional Development 、Selfefficacy |
英文關鍵詞: | EFL Teachers, Performance, Professional Development, Selfefficacy |
論文種類: | 學術論文 |
相關次數: | 點閱:96 下載:11 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
The world is becoming a “global village”, where regarding the cultural differences we still need to communicate among each other. Finding a common language to communicate is vital, therefore more and more people are learning English, which is considered one of the main global languages. In non-English speaking regions such as Asia efforts are done in order to motivate their citizens in the acquisition of this language, specifically in Taiwan R.O.C. In Taiwan, more EFL Teachers are needed in order to fulfill the demand of the people interested in to learn the language. Cram schools in Taiwan are encouraged to foster professional development experiences to their staff and moreover including self-efficacy within these experiences. Professional development for teachers includes: formal learning and informal learning. Basing professional development on the self-efficacy theory (Bandura, 1977) provides great insights for educators, because permits them to find the sources to boost their confidence, enhance their instructional practices and commit to the organization where they work. In this qualitative research 24 EFL teachers who work in cram schools in Taiwan were interviewed, transcripts of the interview and coding was done to learn more about the experiences in professional development and self-efficacy for teachers in Taiwan. In the construction of professional development including self-efficacy sources: work experience and feedback from superiors and students, were main findings in this research.
The world is becoming a “global village”, where regarding the cultural differences we still need to communicate among each other. Finding a common language to communicate is vital, therefore more and more people are learning English, which is considered one of the main global languages. In non-English speaking regions such as Asia efforts are done in order to motivate their citizens in the acquisition of this language, specifically in Taiwan R.O.C. In Taiwan, more EFL Teachers are needed in order to fulfill the demand of the people interested in to learn the language. Cram schools in Taiwan are encouraged to foster professional development experiences to their staff and moreover including self-efficacy within these experiences. Professional development for teachers includes: formal learning and informal learning. Basing professional development on the self-efficacy theory (Bandura, 1977) provides great insights for educators, because permits them to find the sources to boost their confidence, enhance their instructional practices and commit to the organization where they work. In this qualitative research 24 EFL teachers who work in cram schools in Taiwan were interviewed, transcripts of the interview and coding was done to learn more about the experiences in professional development and self-efficacy for teachers in Taiwan. In the construction of professional development including self-efficacy sources: work experience and feedback from superiors and students, were main findings in this research.
Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A. (2011). Teacher self-efficacy and
classroom management styles in Jordanian schools. Management in Education, 25(4), 175-181. doi: 10.1177/0892020611420597 2011.
Ashton, P., & Webb, R. (1986). Making a difference: Teachers Sense of Efficacy and Student
Achievement. New York: Longman.
Bandura, A. (1977). Self-efficacy towards a unifying theory of behavioral change.
Physiological Review, 84(2), 191-215.
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Eds.), Encyclopedia of human
behavior ( pp. 71-81). New York: Academic Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman and
Company.
Bailey, K. M., Curtis, A., & Nunan, D. (2001). Pursuing professional development: The self
as source. Boston, MA: Heinle & Heinle.
Bosch, K. (2nd. ed.). (2006). Planning classroom management: A five step process to
creating a positive learning environment. Thousand Oaks, CA: Corwin Press. doi: http://dx.doi.org/10.4135/9781483329451
Brooks, D. M. (1985). The first day of school. Educational Leadership, 42(8), 76-78.
Borko, H., & Putnam, R. (1997). International handbook of teachers and teaching. Sptinger
Netherlands. Online ISBN 978-94-010-6073-8 USA.
Canter, L., & Canter, M. (1976). Assertive discipline: A take-charge approach for today’s
educator. Santa Monica, California: Lee Canter and Associates.
Capa, Y. (2005). Factors influencing first year teachers’ sense of efficacy (Unpublished
doctoral dissertation). Ohio State University.
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy
beliefs as determinants of job satisfaction and students’ academic achievement: A study
at the school level. Journal of School Psychology, 44(1), 473–490.
Chacon, C. T. (2005). Teachers' perceived efficacy among English as a foreign language
teachers in middle schools in Venezuela. Teaching and Teacher Education, 21 (1),
257−272. doi:10.1016/j.tate.2005.01.001
Chang, C. Y., Chien, Y. T., Chang, Y. H., & Lin, C. Y. (2012). Magdaire: A model to foster
pre-service teachers’ ability in integrating ICT and teaching in Taiwan. Austrian Journal
of Educational Technology, 28(6), 983-999.
Classroom Management. American Psychological Association. Retrieved from
http://www.apa.org/education/k12/classroom-mgmt.aspx
Coalition for Psychology in Schools and Education. (2006, August). Report on the teacher
needs survey. Washington, D.C.: American Psychological Association, Center for Psychology in Schools and Education. Retrieved from https://www.apa.org/ed/schools/coalition/teachers-needs.pdf
Coffer, D. A. (2000). Informal workplace learning, practical application Brief No. 10.
Columbus, OH: Center of Education and Training for Employment.
Cohen, L., & Manion, L. (1985). Research methods in education. (2nd ed.). London: Croom
Helm.
Cousins, J., & Walker, C. (1995). Personal teacher efficacy as a predictor of teachers'
attitudes toward applied educational research. Paper presented at the annual meeting of
the Canadian Association for the Study of Educational Administration, Montreal.
Cross, J. (2007). Informal learning: Rediscovering the natural pathways that inspire
innovation and performance. San Francisco: Pfeiffer. ISBN: -13:978-0-7879- 8169-3
Cruz-Yeh, A. D. (2011). Facilitating teacher professional development in online learning
environments: A study of Taiwanese English teachers in private language supplementary
schools (Doctoral dissertation) Retrieved from http://etheses.bham.ac.uk/3099/2/Yeh_11_PhD.pdf
Desimone, M. L., Porter, A. C., Garet, M. S., Kwang. S.Y., & Birman, B. F. (2002). Effects of
professional development on teachers’ instruction: Results from a three year longitudinal
Study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
Didau, D. (2013). Why do so many teachers leave teaching?. The learning spy. Retrieved
from: http://www.learningspy.co.uk/education/why-do-so-manyteachersleave-teaching/
Eble, K. E. (1971). The recognition and evaluation of teaching. Washington DC: American
Association of University Professors, Project to Improve College Teaching; 1971. 117.
Eden, D. (2003). Self-fulfilling prophecies in organizations. In J. Greenberg (Ed.) (2nd ed.).
Organizational behavior: The state of the science (pp. 91-122). Mahwah, NJ: Erlbaum.
Elmore, R. F., & Burney, D. (1996). Investing in teacher learning: Staff development and
instructional improvement: Community District 2. New York City. Philadelphia:
Consortium for Policy Research in Education. ISBN: 0- 9654535-2-9
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26
(2), 247-273. ISSN 1470-126X online /04/020247-27 doi 10.1080/158037042000225245
Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic
inquiry: A guide to methods. Newbury Park, CA: Sage.
Estrada, M.T. (2013). Factores que se asocian en el desarrollo de la autoeficacia de los
profesores principiantes (Master dissertation). [Factors associated in the self-efficacy
construction of beginning teachers]. Retrieved from: http://rapi.epn.edu.ec/index.php/record/view/50720
Evers, W. G. J., Brouwers, A., Welko, T. (2002). Burnout and self-efficacy: A study on
teachers’ belief when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(1), 227-243.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In
C. M. Evertson and C. S. Weinstein (Eds.), Handbook of classroom management:
Research, practice, and contemporary issues (pp. 3–15). Mahwah, NJ: Lawrance Erlbaum Associates.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of
concept, state of the evidence. Review of Educational Research, 74(1), 59-109. Retrieved from: http://www.jstor.org/stable/3516061
Ganzer, T. (Ed.) (2000). Ambitious visions of professional development for teachers [Special
Issue]. National Association for Secondary School Principals, 84(1), 6-12.
http://etheses.bham.ac.uk/3099/2/Yeh_11_PhD.pdf
Garner. R. (2010). Hundreds of thousands leave teaching profession. The Independent.
Retrieved from
http://www.independent.co.uk/news/education/education-news/hundredsofthousands-leave-teaching-profession-1854758.html
Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: competencies for
analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson-Merrill Prentice Hall.
Glazer, S. M. (2001). Cultivating a healthy classroom. Teaching K-8,136-137.
Guskey, T. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of
instructional innovation. Teaching and Teacher Education, 4(1), 63−69 doi:10.1016/0742-051X(88)90025-X
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The
qualitative report, 8(4), 597-607. Retrieved from http://www.nova.edu/ssss/QR/QR8- 4/golafshani.pdf
Heslin, P. A. (1999). Boosting empowerment by developing self-efficacy. Asia Pacific
Journal of Human Resources, 37(1), 52-64.
Hoy, A. (2004). What do teachers need to know about self-efficacy? Paper presented at the
annual meeting of the American Educational Research Association, San Diego
Kaliska, P. (2002). A comprehensive study identifying the most effective classroom
management techniques and practices (Master thesis). The Graduate School University of Wisconsin-Stout. Retrieved from http://www2.uwstout.edu/content/lib/thesis/2002/2002kaliskap.pdf
Karimi, M. (2011). The effects of professional development initiatives on EFL teachers’
degree of self-efficacy. Australian Journey of Teacher Education, 36(6), 50-62. doi: 10.14221/ajte.2011v36n6.6
Kawulich, B. B. (2005). Participants’ observation as a data collection method. Forum :
Qualitative Social Research, 6(2), Art. 43, Available in : http://www.qualitativeresearch.net/index.php/fqs/article/view/466/996
Keesee, G. S. (2011). Teaching and learning resources: Instructional approaches. Retrieved
from http://teachinglearningresources.pbworks.com/w/page/19919560 /Instructional-Approaches
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge: Cambridge University Press. ISBN: 0-521-42374-0. First Published in 1990 as Institute for Research on Learning Report 90-0013
Lincoln, Y. S., & Guba. E .E (1986). Research, evaluation, and policy analysis: heuristics for
disciplined inquiry. Review of policy research, 5(3), 564-565. doi: 10.1111/j.15411338.1986.tb00429.x
Little, J. W. (1993). Teachers’ professional development in a climate of educational reform.
Educational Evaluation and Policy Analysis, 15(2), 129-151. doi: 10.3102/01623737015002129
Lohman, M. C. (2000). Environmental inhibitors to informal learning in the workplace: A
case study of public school teachers. Adult Education Quarterly, 50(2), 83-101. doi:
10.1177/07417130022086928
Lohman, M. C. (2006). Factors influencing teachers' engagement in informal learning
activities. Journal of Workplace Learning, 18(3), 141-156. Retrieved from: http://dx.doi.org/10.1108/13665620610654577
Lunenburg, F. (2011). Self-efficacy in the workplace: Implications for motivation and
performance. International Journal of Management, Business, and Administration, 14(1), 1-6.
Malcolm, J., Hodkinson, P., & Colley, H. (2003). The interrelationships between informal and
formal learning. Journal of Workplace Learning, 15(7-8), 313-318. doi: http://dx.doi.org/10.1108/13665620310504783
Marks, M. A. (1999). A test of the impact of collective efficacy in routine and novel
performance environments. Human Performance, 12(1), 295-309.
Marsick, V. J., & Volpe, M. (1999). The nature and need for informal and formal learning.
Advances in Developing Human Resources, 1(3), 1-9. Available in: http://adh.sagepub.com/content/1/3/1.short
Martinez, J., & Martinez, N. C. (1999). Teacher effectiveness and learning for mastery. The
Journal of Educational Research, 92(5), 279-285. Retrieved from
http://www.weber.edu/wsuimages/jmitchell/MEDUC%206355/Article%20for%20Cr it ique%201.pdf
McMillan, J., & Gogia, L. (2014). Data collection in educational research. Oxford
Bibliographies in Education. Ed. Ryan Warden. New York: Oxford University Press.
Merriam, S. B. (1995). What can I tell you from N of 1?: Issues of validity and reliability in
qualitative research. PACE Journal of Lifelong Learning, 4(1), 51-60.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Revised
and expanded from qualitative research and case study applications in education. ISBN:
978-0-470-28354-7. United States, San Francisco: Jossey-Bass.
Mocker, D. W., & Spear, G. E. (1982). Lifelong learning: Formal, nonformal, informal, and
self-directed. Information Series No. 241. Columbus: ERIC Clearinghouse on Adult,
Career, and Vocational Education. The National Center for Research in Vocational Education. The Ohio State University. (ERIC Document Reproduction Service No. ED 220 723).
Moskowitz, G., & Hayman Jr., J. L. (1976). Success strategies of inner-city teachers: A year-
long study. Journal of Educational Research, 69(8), 283–289. doi:10.1177/002248718103200203
Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching:
Enhancing self-efficacy. Teaching and Teacher Education, 17(2), 243–261. http://dx.doi.org/10.1016/S0742-051X(00)00054-8
Murnane, R. J., & Phillips, B. R. (1981). Learning by doing, vintage, and selection: Three
pieces of the puzzle relating teaching experience and teaching performance. Economics of Education Review, 1(4), 691-693.
National Union of Teachers. (2006). A Classroom observation protocol. Guidelines for NUT
School Representatives. Manual Available in: http://www.teachers.org.uk/files/active/0/Observation4798.pdf
Sunjin, O. (2011). Perceived teachers’ sense of self-efficacy and its sources. Scientific
Research, 2(3), 235-240. doi:10.4236/psych.2011.23037
Pendergast, D., Garvis, S., Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs:
An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-58. http://dx.doi.org/10.14221/ajte.2011v36n12.6
Reber, A. (1993). Implicit learning and tacit knowledge. Oxford University Press. ISBN
0195059425
Regional Educational Laboratory (REL). (2001). Measuring student engagement in upper
elementary through high school: description of 21 instruments. Institute of Education Sciences. National Center for education evaluation and Regional Assistance.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for English teachers.
New York, NY: Cambridge University Press. ISBN-13: 978-0-521-84911-1.
Shank, P. (2013). E learning guild research: Informal or “less” formal learning. Online
Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/1494/elearning-guildresearchinformal-or-less-formal-learning
Schmidt, F., Friedman, A., & Marvel, J. (1992). (2nd ed.). Mediation for kids. Florida: Grace
Contrino Abrams Peace Education Foundation.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects.
Education for Information, 22(1), 63-75 Retrieved from
http://www.crec.co.uk/docs/Trustworthypaper.pdf
Short-term tutorial center (April, 2015). Cram schools in Taiwan. Retrieved from
http://bsb.edu.tw/
Smith, M. K. (1999, 2008). ‘Informal learning’, The encyclopedia of informal education.
[http://infed.org/mobi/informal-learning-theory-practice-andexperience/. Retrieved: November, 2014]
Smith, M. S., & O'Day, J. (1991). Systemic school reform. In S. H. Fuhrman & B. Malen
(Eds.), The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Association (pp. 233-267). Bristol, PA: Falmer Press
Statista. (2015). The most spoken languages worldwide. The Statistical Portal.
http://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/
Stajkovic, A. D., & Luthans, F. (1988). Self-efficacy and work-related performance: A
metaanalysis. Psychological Bulletin, 124(2), 240-261.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its
meaning and measurement. Review of Educational Research, 68(2), 202-248. doi: 10.3102/0034653068002202
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive
construct. Teaching and Teacher Education, 17(1), 783-805.
Tschannen-Moran, M. & Woolfolk-Hoy, A. (2007). The differential antecedents of
selfefficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(1), 944-956. doi:10.1016/j.sbspro.2011.11.340
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case study of ESL teachers. New
York: Cambridge University Press.
Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. New York:
Cambridge University Press.
Wang, W. P. (2008). Teaching English to young learners in Taiwan: Issues relating to
teaching, teacher education, teaching materials and teacher perspectives. (Doctoral dissertation). Retrieved from http://researchcommons.waikato.ac.nz/handle/10289/2547
Woerkom, M. V., Nijhof, W. J., & Nieuwenhuis, L. F. M. (2002). Critical reflective working
behaviour: A survey research. Journal of European Industrial Training, 26(8-9), 375- 383.
Wolfgang, C. H., & Glickman, C. D. (1986). Solving discipline problems: Strategies for
classroom teachers. U.S.A: Prentice Hall. ISBN 13: 9780205086306